From School to Success: Clearing the Path
r e p o r t o f t h e t r a n s i t i o n ta s k f o r c e
From School to Success: Clearing the Path
r e p o r t o f t h e t r a n s i t i o n ta s k f o r c e
From School to Success: Clearing the Path: Report of the Transition Task Force
© Crown copyright, Province of Nova Scotia, 2016
Please note that all attempts have been made to identify and acknowledge information from external sources.
In the event that a source was overlooked, please contact [email protected].
Letter to Ministers
To: Education and Early Childhood Development Minister Karen Casey
Labour and Advanced Education Minister Kelly Regan
We are pleased to submit to you our report, From School to Success: Clearing the Path. This report
contains 15 detailed recommendations that we believe will have the most significant impact on
helping young Nova Scotians move more successfully from school to post-secondary education,
training, and the workforce.
By creating this task force, you created a unique forum, where everyone had an equal voice: students
and youth, a teacher and principal, university presidents, community college senior staff, senior school
board staff and elected representatives, an apprenticeship board member, African Nova Scotian and
Mi’kmaw representatives, and business and industry leaders.
Each of us brought individual perspectives to the table. Those different perspectives led to, at times,
heated and, always, frank and honest discussions.
We also came to the table united in our passion for this province, and our commitment to young Nova
Scotians. The future of our province depends on a strong economy—led by business and industry,
fueled by the talent and energy of our youth, educated and trained in the best schools, colleges,
universities, and workplaces in the country.
The work does not end today. We have recommended a new direction, but some of the details of how
to get there require more effort.
If young people are to transition successfully from and among schools, colleges, universities, and
workplaces, we must continue to work together. We will always have our individual priorities and
mandates, but our work to date reinforced our interdependence on each other.
As the work continues among all the partners we represent at the table, our hope is that it is guided
by a common purpose—building a strong economy, with a well-trained and educated workforce, in a
great province where more young Nova Scotians can live and work at home.
Sincerely,
Members of the Transition Task Force
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Table of Contents
Task Force Members, Advisors, Staff Support....................................................................................................................................................................... v
Executive Summary........................................................................................................................................................................................................................................... vii
Introduction................................................................................................................................................................................................................................................................... 1
Improving Access to and Quality of Career Decision-Making Information....................................................................................... 5
Providing Meaningful Hands-On Experience........................................................................................................................................................................ 9
Supporting Transitions for Youth with Low Marks or No High School Diploma......................................................................15
Increasing Post-Secondary Student Retention and Completion Rates................................................................................................21
Matching Programs to Labour Market Needs................................................................................................................................................................... 27
Accountability for Action........................................................................................................................................................................................................................... 29
Appendix A: Recommendations Summary .........................................................................................................................................................................31
Appendix B: Presenters to the Transition Task Force................................................................................................................................................. 33
Appendix C: Transition Task Force Mandate, Terms of Reference............................................................................................................. 35
FROM SCHO OL TO SUCCE SS: CLE ARING T HE PAT H
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Task Force Members, Advisors,
Staff Support
Members
Scott Blakeney
Board Member
Anna Burke
Vice President, Enrolment
Lisa Doucet
Superintendent
Leslie Gallagher
President, CEO
Cal Gosse
Senior Location Executive
Nick Head-Petersen
Executive Director
Bill Kaulbach
Principal
Keith MacDonald
President and CEO
Andrea Noylander
Teacher/Chair,
Black Educators Association
John Jerome Paul
Director, Program Services
Rosalind Penfound
Vice President, Academic
Diane Racette
Superintendent
Sue Ritchie
President
Rob Summerby-Murray President
Dianne Taylor-Gearing
President
Loretta Walsh
Director
Duncan Williams
President
Facilitators
Duff Montgomerie
Sandra McKenzie
Deputy Minister
Deputy Minister
Nova Scotia Apprenticeship Agency
Nova Scotia Community College
Tri-County Regional School Board
Worklocal.jobs
IBM
Students Nova Scotia
Cobequid Educational Centre
Cape Breton Partnership
Charles P. Allen High School
Mi’kmaw Kina’matnewey
Nova Scotia Community College
Conseil scolaire acadien provincial
Nova Scotia School Boards Association
Saint Mary’s University
Nova Scotia College of Art and Design
(NSCAD University)
Mi’kmaw Kina’matnewey
Construction Association of Nova Scotia
Labour and Advanced Education
Education and Early Childhood Development
Advisors
Dr. Stan Kutcher
Special Advisor
Bobbi Boudreau
Senior Advisor
Teenmentalhealth.org
Education and Early Childhood Development
Labour and Advanced Education
Staff Support
Donna MacDonald
Jeannine Jessome
Janet Lynn Huntington
Lana Henderson
Adrianne Snow
Ava Czapalay
Doreen Redmond
Mark Bannerman
Sue McKeage
Marah Haywood
Kimberly Stewart
Executive Director
Executive Director
Director
Director
Senior Policy Advisor
Senior Executive Director
Executive Director
Director
Director
Corporate Policy Analyst
Corporate Policy Analyst
Education and Early Childhood Development
Labour and Advanced Education
Education and Early Childhood Development
Labour and Advanced Education
Education and Early Childhood Development
Labour and Advanced Education
Education and Early Childhood Development
Education and Early Childhood Development
Education and Early Childhood Development
Executive Council Office
Executive Council Office
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Executive Summary
In fall 2015, Education and Early Childhood Development Minister Karen Casey and Labour and
Advanced Education Minister Kelly Regan appointed a task force to recommend ways to more
effectively support all students as they transition from public school into college, university,
apprenticeship, and the work force.
The Transition Task Force, with representation from youth and students, teachers and principals,
school boards, the community college, apprenticeship, universities, business and industry, and diverse
communities, was asked to examine five themes:
yycareer decision-making information
yymeaningful hands-on experience
yytransitions for youth with low marks or no high school diploma
yypost-secondary retention and completion rates
yyhow education, training, and apprenticeship programs match labour market needs
Career decision making
Youth are generally not aware of the range of careers that exist, and what courses and skills they need
to enter them.
Careers Nova Scotia is the government-funded agency that is mandated to help Nova Scotians connect with
good jobs. However, 90 per cent of job seekers surveyed in 2015 were not aware of Careers Nova Scotia.
Task Force members also raised concerns about the need for the agency to: have more comprehensive,
coordinated labour market information; build strong relationships with employers, schools, colleges,
universities, and apprenticeship; and develop and implement a marketing strategy that reaches all
youth (including youth no longer in school and youth with disabilities) in a variety of ways. These
factors were all recommended as part of a complete overhaul of the mandate and services delivered
through Careers Nova Scotia.
Students begin forming opinions about their future careers as early as grade 4, and they must have
the information and advice to guide them, beginning early and continuing in college, university, and
apprenticeship. The task force recognized: the value of inquiry-based learning that allows students
to identify and solve problems; contributions that employers can make if welcomed into schools; the
need for information and career exploration opportunities at all grades in school and throughout postsecondary; and the need to embed entrepreneurial and career education and foundational skills across
curriculums. They felt this could best be achieved by creating an entrepreneurial culture within
schools, colleges, and universities.
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Meaningful hands-on experience
Employers consider hands-on experience as one of the most effective ways for youth to prepare for
the workplace. A wide range of programs exist. However, the task force raised concerns about whether
programs are meeting intended outcomes and aligned with student needs.
This led to a recommendation to review co-op education and community-based learning programs,
and to make changes and expand programs achieving the greatest results. The review should
consider factors including: eligibility requirements; preferred community college admission; roles and
responsibilities of partners; success features of youth apprenticeship programs; alignment with today’s
labour market needs; and diversity, equity, and inclusion.
Mentors can also play a valuable role in guiding youth. The task force recommends expanding the
mentorship network, first identifying existing groups and agencies to identify gaps or duplication,
then identifying if a new mentorship body is needed or if better coordination of existing organizations
would avoid duplication. The task force also recognizes the value of broader promotion of mentorship,
training for mentors, and the need to connect mentors and youth in a variety of ways, depending on
individual needs and availability.
Youth employment programs encourage employers to hire post-secondary students, giving them
valuable work experience. The task force recommends reviewing provincial youth employment
programs in consultation with stakeholders to make them easier for employers and employees to
access.
Transitions for youth with low marks or no high school diploma
Most stable good-paying jobs require a diploma, degree, or certification. Yet marks for more than one
in four high school graduates are between 50 and 69 per cent, too low to get them into many postsecondary programs.
If youth leave high school without the education and skills to continue training and learning, or get a
job, it is important to understand what youth do or where they go next. This led to a recommendation
to use a unique identifier to track youth into and through public schools, and into and out of
apprenticeship, colleges, and universities. This data could then be used to inform program decision
making.
Programming currently exists to help youth with low marks or no diploma upgrade or complete their
high school education, some at a cost, and some for free. Programs also have different eligibility or
entry requirements; for example, age and completion of high school. The task force recommends
reviewing existing upgrading programs wherever they are and developing a cohesive, accessible
system for Nova Scotians. The review should consider: mandatory graduation requirements; the cost
and benefits of making all high school upgrading free; other potential barriers; readiness and need in
entry requirements; and program outcomes.
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The task force also discussed gap years, and ways to make any time out of school more meaningful.
This led to a recommendation to develop programming options that help youth gain skills,
education, and experiences to support a successful transition into college, university,
apprenticeship, or work. This could include a gap-year program that enables youth to gain skills and
experiences in communities; a transition year program with transferable credits; a post-secondary
preparatory program (e.g., general arts and sciences); and a specialized apprenticeship transition program.
Features of the Achieve program should also be considered. Achieve provides young adults with
disabilities an ability to develop skills and confidence to transition from high school to work, further
education, and life in their community.
Post-secondary retention and completion rates
Seventeen per cent of Maritime university students leave in their first year. As well, just 39 per cent
complete their degree in four years. After five years, 58 per cent have graduated.
This led to a recommendation to collaborate on plans to increase retention and completion rates.
The plan should be built on retention data from all universities and the community college; consider
orientation programs and how to identify and help struggling students early; provide a range of
support for students (including mental health); and enhance training for faculty.
The task force discussed the stark differences between a young person’s experience in high school,
compared to education, training, apprenticeship, or work. The task force recommended examining
partnerships and common practices (such as stronger curriculum links and more consistent
approaches to deadlines and attendance) that would support a smoother transition.
Continuing one’s education remains the clearest path to a good paying job. For example, a university
graduate could earn about $25,000 more annually than a high-school graduate.
Yet, the cost of education is also a concern for some students.
Part of the response involves reaching parents and students with financial planning information
earlier.
The task force also calls for a review of current sources of financial assistance to students (from
governments, universities, colleges, families, and students themselves) and an assessment of what
changes could be made to close the gap between costs and available resources.
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How education, training, and apprenticeship programs match labour
market needs
Employers and industry want a greater voice in advising on how programs can match labour market
needs. Some forums already exist to allow for this to happen—trade advisory committees for
apprenticeship as one example. Improvements are needed, however, using more current information
and giving employers more influence.
The task force recommends enhancing forums, such as program advisory committees and other postsecondary committees, to ensure business, industry, and other employers have an effective voice in
developing programs linked to workforce needs.
The task force also discussed the need to enable youth to explore their aptitude for a certain career
path before they invest in further education and training. The task force recommends that the Nova
Scotia Community College enhance its admissions processes and experiences to ensure that
applicants make informed choices based upon aptitude, readiness, and labour market information.
Accountability for action
The recommendations in this report set a new direction, but more work on the detail, and continuing
partnerships, is ahead. While some changes will take time, progress must be reviewed and evaluated.
To this end, the task force recommends developing an evaluation framework, including indicators
to mark progress (youth hopefulness, transition rates, etc.), for all recommended actions accepted by
government. The task force members also want to reconvene in fall 2017 to review and share their
comments on progress.
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Introduction
A global issue
The McKinsey Center for Government released an international report, Education to Employment
(mckinsey.com). The report talks about two related global crises: high levels of youth unemployment
and a shortage of people with critical job skills.
If there are unfilled jobs, and we have young people looking for jobs, how do we close the gap?
The Canadian and Nova Scotian perspective
Nationally, the Council of Ministers of Education Canada have identified student transitions as a priority,
and is forming a national working group to shape actions across the country.
The challenge has been identified and explored in Nova Scotia too. Meeting this challenge is an
essential piece in building a strong economy and better future for our province.
In May 2014, the ONE Nova Scotia Coalition came together to develop a plan in response to the Ivany
Report on Building Our New Economy. Their recommendations focus on new approaches to education,
beginning in the early years and continuing through to post-secondary education and training.
“We want to ensure that our young people have the best possible chance
to maximize their future potential right here, at home, in Nova Scotia.”
—A Playbook for Nova Scotians, ONE Nova Scotia Coalition
In January 2015, the provincial government released the Education Action Plan (ednet.ns.ca) to
transform Nova Scotia’s public education system. The action plan recognizes the need for the public
school system to better prepare young people to continue their education and training, and become
career ready. The action plan included a commitment to create the Transition Task Force to recommend
how this goal could best be achieved.
Working together for better results
This is consistent with a major theme in the ONE Nova Scotia Coalition Playbook (wechoosenow.ca).
In order to realize different results, government cannot be expected to act alone. Nova Scotians must
work together.
This also responds to a key finding from the McKinsey report: “employers, education providers and
youth live in parallel universes” with fundamentally different understandings of the same situation
because they are not engaged with each other.
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Employers, Education Providers, Youth Not Engaged
yyOne in five employers surveyed say they do not communicate with education providers.
yyOnly about 38 per cent of youth surveyed say when they chose what to study, they had a good
understanding of what disciplines led to professions with job openings and good wages
(McKinsey Education to Employment Survey 2013).
Transition Task Force
The Transition Task Force brings together youth and students, teachers and principals, school boards,
the community college, apprenticeship, universities, business and industry, and diverse communities.
Task force recommendations were driven by data and research, the experience and knowledge each
member brought to the table, and presentations from other partners.
Youth Demographics: A Snapshot
yy115,000 youth (aged 15 to 24) in Nova Scotia represent 12 per cent of the population
yy70 per cent live in urban areas (Halifax, Cape Breton Regional Municipality, Kentville, Truro, New
Glasgow regions as identified by Statistics Canada)
yy8 per cent are visible minorities, and 5 per cent are of Aboriginal identity
yy6 per cent of youth have a disability
While the needs of all youth were discussed, the task force paid particular attention to those facing
the greatest challenges. This includes youth who are under-represented in university, college,
apprenticeship, and the workforce, and youth with disabilities.
Within the public school system, the task force agreed that students must receive better ageappropriate career information, and begin building foundational skills in the early grades. High school
students with marks between 50 and 70 per cent were also a focus.
Another focus is youth who are not in school, college, or university, or are unemployed or underemployed. This includes students who do not graduate or high school graduates who need upgrading
to begin college, university, apprenticeship, or work.
In 2015, the overall youth unemployment rate was 15.3 per cent in Nova Scotia (13.2 per cent in Canada).
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Figure 1: Youth Unemployment by Age Group, Nova Scotia, 2015 (Statistics Canada)
25%
21.2%
20%
15%
11.8%
8.6%
10%
5%
0%
15 to 19 years
20 to 24 years
25 to 29 years
For those youth who enter college, university, or apprenticeship, first-year students are important
to reach to support them in completing their journey. This includes students who may be the first
generation in their family to pursue post-secondary education and training.
Youth who leave the province are also a priority. Even when considering the number of youth who come
here from other provinces, Nova Scotia experiences, on average, a net loss of 1,000 youth each year.
Task force members were asked to examine five themes:
1. career decision-making information—youth are generally not aware of the range of career
opportunities, and what courses and skills they need to prepare for them
2. meaningful hands-on experience—employers consider hands-on experience as one of the most
effective ways for youth to prepare for the workplace; however, this is not available for all students
at all levels of education and training
3. transitions for youth with low marks or no high school diploma—marks for more than one in
four high school graduates are between 50 and 69 per cent, too low to get them into many postsecondary programs
4. post-secondary retention and completion rates—17 per cent of Maritime university students leave
in their first year, and just 39 per cent complete their degree in four years; 19 per cent take five years
to graduate
5. how education, training, and apprenticeship programs match labour market needs—employers
want a greater voice
While the paths will be as individual as each young person who takes them, the task force
recommendations under each theme are aimed at clearing the path from school to success for more
young Nova Scotians.
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Improving Access to and Quality of
Career Decision-Making Information
Youth need better access to career decision-making information in forms that are meaningful and
relevant to them.
Figure 2: Are Youth Well-Informed?
Exhibit 10
Canada
11
InExhibit
the absence
of meaningful information, youth have limited awareness of
yythe range of career opportunities that exist
yywhich sectors have the greatest labour market needs
yywhat education (particularly math), skills, and financial resources they need for further education,
training, or work
5
69
26 and projected labour
Many partners
already have access to labour
market information (e.g., current
market needs, including retirements). In some cases, however, the information is not timely, or available
14
62
24
on a regional level. In other cases, people don’t know where to find the information, or it is not in a
form that they
8 can easily use.
68
24
14
22
64
15
17
67
5
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21
20
65
71
9
In a 2015 survey, 90 per cent of job seekers were not aware of Careers Nova Scotia, the
government-funded agency that is mandated to help Nova Scotians connect with good jobs.
Careers Nova Scotia is in the midst of substantially changing how it operates. This presents an
opportunity for Careers Nova Scotia to create a coordinated system where all partners can both
contribute and access information to help youth with career planning, and connect the people looking
for jobs with the employers who need them.
Create a reliable, coordinated, accessible labour market
information system
Recommendation 1
Continue to overhaul the mandate and services delivered through Careers Nova Scotia. Within its
new mandate, Careers Nova Scotia should
yycreate and maintain a coordinated labour market information system contributed to by, and
shared among, all partners
yyhire business development staff to work with employers, industry, the Nova Scotia
Apprenticeship Agency, and other partners
yybuild a relationship with, and provide professional development to, teachers, guidance
counsellors, and career counsellors in schools, colleges, and universities
yyreach youth (including youth no longer in school and youth with disabilities) and families
directly with labour market information, and required education and skill sets (and how to
access them) for different jobs or fields
yydevelop a strategic communications and marketing strategy targeting audiences in a variety
of ways, such as industry-led career events (e.g., Big Data conference); presentations at schools,
colleges, and universities; parenting programs; and social media channels
“We need to be creative if we are going to effectively engage youth and families—
for example, hosting a virtual Game of Life, where families have fun while learning valuable
real-life lessons about the relationship among education, training, employment, and earnings.”
—Transition Task Force Member
Reach youth in schools, colleges, apprenticeship, and universities
A recent survey of grades 4 to 6 students shows students start forming opinions about their
future careers early.
Just 13 per cent of Nova Scotia students say they’d like to start their own company.
(Equals6, 2014 Student Recruitment Survey)
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Career education and exploration opportunities must begin in elementary, and continue, with ageappropriate information, throughout school, college, and university. Young people should also have
access to entrepreneurial and general skill development that will prepare them for success in whatever
their career choice or choices.
Business and industry can play an important role. Local businesses and industry have real-time
information on jobs needed now and here at home.
“Having youth hear about jobs directly from employers can give them a sense of
hope and motivation that counters what can be a self-fulfilling prophesy—
that you need to move away to get jobs.”
—Transition Task Force Member
Employers say they want to come into schools but are frustrated that the rules for doing so vary
from region to region, or even school to school. At the same time, some schools find it hard to get
employers involved. Developing criteria and guidelines that open school doors for employers would
support an entrepreneurial culture within our schools.
Recommendation 2
Create an entrepreneurial culture within our schools, colleges, and universities, based on advice
from the Business Education Council. The culture should grow from a foundation that includes
yysupporting inquiry-based teaching and learning whereby students identify problems and find
solutions; the students become initiators, directors, and managers in order to create a product,
service, or event that meets a school or community need, discovering entrepreneurial qualities
and skills essential to their life–career development
yydeveloping a career education framework, beginning in the early grades
yyembedding entrepreneurial and career education and exploration, including awareness of
youth apprenticeship, within the public school curriculum, beginning in elementary
yyembedding foundational skills (responsibility, work ethic, respect, etiquette, basic customer
service, communications, resume and interview preparation, etc.) within public school
programs, including Individual Program Plans, beginning in elementary
yyembedding entrepreneurship within degree, diploma, and certificate programs, and
encouraging faculty to connect what they teach in the classroom to career options and the
labour market
yystrengthening relationships between schools, colleges, and universities with community groups,
local employers, charities, and others
yysharing more career information and exploration opportunities with post-secondary students,
beginning in the first year
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Entrepreneurship and entrepreneurial spirit are about more than starting a business. Employers value
entrepreneurial skills and attitude in their employees. Youth are also showing an increased interest in
social enterprise, where business and entrepreneurial strategies can be used to improve society rather
than generate profit.
Nurturing Entrepreneurial Culture in Schools
Entrepreneurial culture, including social enterprise, is nurtured in New Brunswick’s
Francophone school boards. Students in one school noticed a lot of their classmates didn’t
have hats or mitts. They started knitting and selling them, and donating the profits to charity.
Brilliant Labs, a not-for-profit organization, and its partners help teachers incorporate
technology, creativity, and entrepreneurship into the classroom. Students get hands-on
opportunities to explore science, technology, engineering-entrepreneurship, arts, and mathrelated fields. A Brilliant Lab is now in every Nova Scotia school board, with portable mini-labs
(Brilliant Carts) available in more schools.
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Providing Meaningful Hands-On Experience
Give youth more work experience in schools
A range of programs exists to help youth explore careers and link learning to the world of work. These
programs are not just hands-on, they are also heads-in, and benefit students who have a wide range of
interests and abilities.
Discovering Opportunities, offered to grade 9 students, familiarizes students with careers and
education programs linked to trades, technology, and apprenticeship.
Co-operative Education courses help students plan their education and careers, explore their interests
and develop skills, and relate what they learn in the classroom to real life and the world of work.
Determining interests and aptitude early, before investing in education or training, can save everyone
time and money.
The number of high school students enrolled in co-op education is growing, up by about 27 per cent
since 2013. However, co-op education can look very different in different schools. As well, opportunities
are more plentiful in some schools than others.
Skilled Trades courses let high school students explore trades as a career option, spending about
80 per cent of their time doing trades tasks. As an added benefit, their time supervised by a certified
journeyperson teacher qualifies as apprenticeship hours.
Options and Opportunities (O2) takes a flexible, team-centred approach to learning, and provides
students with work experience in their communities. O2, which was introduced into schools in 2006,
is organized around career academies: arts, culture, and recreation; business education; health and
human services; hospitality and tourism information technology; and trades and technologies. Ten
years later, are they all still relevant? Should there be more?
Students can also gain valuable experience, and test their interests through volunteering. Volunteerism
will be a part of the new Citizenship course, now under development for grade 10 students.
The link between public school programs and community college training was also discussed. In
particular, the community college currently gives admission preference to O2 students but does not
give preference to Skilled Trades students. As public school programs increase career exploration
opportunities, the community college may need to evolve its admissions processes.
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Build on what works
The task force heard a presentation on Building Futures for Youth, one of a number of youth
apprenticeship programs.
Building Futures for Youth is a successful partnership among the Construction Association of
Nova Scotia, the provincial government, the Nova Scotia Apprenticeship Agency, the Nova Scotia
Community College, and local school boards. Its purpose is to increase the number of youth who
explore careers in the trades.
Features of the program that contribute to its success include
yyintensive screening
yyrigorous, real-world standards (e.g., deadlines, being on time)
yyemployer engagement with students
yywages to reinforce the value of the work
yyassignment of a workplace mentor
yyco-op credit and apprenticeship hours
yypartnerships
yyevaluation
Since the program started, more than 500 students have been connected with jobs, and more than 180
employers have hired students.
Recommendation 3
Review co-operative education and community-based learning programs (Discovering Opportunities,
Skilled Trades, O2, Youth Apprenticeship) to ensure they are meeting their intended outcomes and
are aligned with students’ individual career plans. Make necessary changes and expand courses
achieving the greatest results. The review should focus on how the programs support a successful
transition, including
yyeligibility requirements and core competencies
yypreferred community college admission for some but not all programs
yyhow the programs prepare graduates for post-secondary education, training, and apprenticeship
yyfoundational, math, and literacy skill development
yyaptitude testing
yyalignment with today’s labour market needs
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yyroles and responsibilities of employers, teachers, and the education system
yyhow to incorporate success features of youth apprenticeship programs
yyhow to move youth apprenticeship into more sectors and workplaces where labour market
needs are growing (e.g., ICT, Digital Nova Scotia)
yyprogram branding and promotion
yydiversity, inclusion, and equitable access
Expand mentoring opportunities for youth
The Halifax Connector Program and Mentra in New Brunswick, organizations that promote the value of
mentorship and networking, presented to the task force. The following issues were raised:
yyMentors have limited time to offer, and there are limited numbers of mentors, particularly in rural
communities.
yyYoung people have limited time. Connecting with mentors has to be relatively easy and the
experience must be meaningful and valuable.
yyTechnology can be an enabler when used appropriately—to allow people who can’t physically get
together (due to geography, time, etc.) to have meaningful conversations.
yyOpportunities for face-to-face mentoring and connections are also important—to learn how to
shake hands, to learn business/industry expectations, etiquette, and language.
yyPeople who have retired have the experience and may have more time to give, as a target for
mentor recruitment.
Catapult, a non-profit leadership camp, also presented to the task force. Catapult provides a fun, highenergy learning experience focused on enhancing leadership skills just prior to starting grade 10 for
students who face at least one barrier. Teachers nominate the students, who have strong potential yet
are often overlooked or miss out on experiences that develop personal growth and confidence.
“Catapult believes that no matter who their parents are, where they live,
or what kinds of connections and opportunities life may have offered them,
every student has the potential to make their dreams come true.”
—Jane Roy, Founder and Chair, Catapult
While the task force agrees that mentorship should expand, members raised concern that anything
new should not duplicate what exists, or further drain the limited pool of mentors. Beyond the Halifax
Connector Program, Mentra, and Catapult, mentor and leadership associations already exist through
university and college alumni offices.
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Cape Breton Partnership also has a Connector Program. The Business Education Council will be asked
to create a database of local entrepreneurs to serve as mentors for students. Junior Achievement
programs are available in a growing number of schools. As well, Parents as Careers Coaches is offered
to parents of junior and senior high school students to help them support their children in making
informed and successful education and career choices.
Recommendation 4
Expand the mentorship network in Nova Scotia. This could include
yyidentifying existing groups and agencies offering mentorship opportunities, as well as any
gaps and duplication
yypromoting the established networks in a central location, accessible to youth
yydetermining if a new mentorship body is needed, or if existing bodies can fill existing gaps
yycreating incentives to assist very small businesses (e.g., 10 or less employees) in providing paid
mentorships or internships
yyfocusing on inclusive approaches that respect diverse culture, race, and abilities
yyproviding training to people who want to mentor
yyinvolving post-secondary students, or recent graduates, as mentors (as well as increasing their
access to mentors)
12
FROM SCHO OL TO SUCCE SS: CLE ARING T HE PAT H
Remove barriers for employers
Hands-on, practical experience is the best training for a job. It is also the best way for students to
explore their interest and aptitude for a career.
Figure 3: On-the-Job and Hands-on Experience Valued
Exhibit 9
Second, there is a lack of communication across stakeholders. For example, youth believe they
learn best from practical or on-the-job experiences, but only 16 percent state that this was a
A
2014 Statistics Canada study also revealed benefits of participating in co-op in post-secondary:
major focus in school, and less than 25 percent experienced a work placement while in school
y(Exhibit
yA slightly
higher
percentage
of college
university
graduates
employed
full-time.
9). This
may be
part of the reason
thatand
youth
in Canadaco-op
say they
had less were
knowledge
of
years
afterchoosing
graduation, 90
per cent
of co-op
graduates
employed
full time
the(Three
job market
when
what to study.
In fact,
only 4bachelor
in 10 Canadian
youth were
say they
had
compared
to 83 per
cent 10).
of non-co-op bachelor graduates.)
adequate
information
(Exhibit
yyCo-op graduates were more likely to report that their job was related to their education.
In addition, 20 percent of Canadian employers do not interact or coordinate with education
(Three years after graduation, 87 per cent of co-op bachelor graduates compared to 80 per cent
providers, and only 10 percent communicate frequently (Exhibit 11). In contrast, 25 percent
non-co-op bachelor graduates reported their job was related to their education.) of employers in Germany interact frequently and only 5 percent do not do so at all. Canadian
are
missing
out: our research
shows
that employersyears
who coordinate
more co-op graduates in the
yemployers
yBachelor
co-op
graduates
had higher
earnings. (Three
after graduation,
frequently
withcent
education
providers
have$3,200
better results
in their
search
talent. In fact,
over
top 25 per
of earners,
earned
more per
year
than for
non-co-op
graduates.)
two-thirds of these coordinating employers globally say they don’t have challenges in recruiting
While
current
post-secondary
employment
encourage
employers
to provide
co-op and
the talent
they require.
However, youth
employers
who do notprograms
interact see
disappointing
outcomes
–
work-related
experience,
application
approval
process discourages some from participating.
and nearly a third
report thatthe
a lack
of skills isand
hurting
their business.
FROM SCHO OL TO SUCCE SS: CLE ARING T HE PAT H
13
Recommendation 5
Review provincial youth employment programs in consultation with stakeholders (including
students) to make them easier for employers and youth to access. This could include
yyreviewing the application and approval processes
yyreviewing the response time to applications
yyhelping employers create work experiences that advance learning outcomes for all youth
yystrengthening the links between high school programs and the university and college sector
14
FROM SCHO OL TO SUCCE SS: CLE ARING T HE PAT H
Supporting Transitions for Youth with
Low Marks or No High School Diploma
Most stable, good-paying jobs require a diploma, degree, or certification.
Figure 4: Unemployment Rates by Education Attainment, 2015 (Statistics Canada)
Nova Scotia
17%
15%
Canada
14%
12%
11%
10%
10%
8%
8%
6%
5%
5%
5%
3%
No
High School
Some
High School
High School
Some PostSecondary
College
Bachelor’s
University
Above
Bachelor’s
Yet, too many young people do not complete their diploma, degree, or certification.
yyAbout 5 per cent of students (400 to 600) leave high school in grade 11.
yyThirty-two per cent of NSCC students (in diploma programs or programs longer than one year) did
not return after the first year.
yyAs shown in Figure 5 (see page 21), 17 per cent of Maritime students were no longer enrolled in a
Maritime university after their first year. That number grows to 31 per cent after 5 years.
Marks for some of those who do graduate are also a concern.
Marks for more than one in four (26.5 per cent) high school graduates are too low
(between 50 and 69 per cent) to get them directly into many post-secondary programs.
FROM SCHO OL TO SUCCE SS: CLE ARING T HE PAT H
15
As well, the 2012 Program for International Assessment of 15-year-olds indicates Nova Scotia youth
rank below the Canadian average in math, reading, and science.
Further, an intentions survey of Nova Scotia students in 2014 showed that almost 30 per cent of high
school graduates do not intend to enter post-secondary education or training.
While a gap year or break from school can make sense, or may be a necessity for some graduates,
youth are at risk of getting “lost” between high school and post-secondary, trapped in a low-paying
job or unsure about what they need to do to continue their education or training, or find a job.
It is important to understand the reasons why youth are not continuing or completing their education,
training, or apprenticeship.
Understand what paths youth are taking
The Education Action Plan commits to registering all children in an electronic school file at birth.
Parents will use this file to keep track of their child’s growth and development. While taking steps to
protect privacy, the education system can use the file to help plan services like pre-school services and
transition plans for starting school.
The task force believes this electronic file should be expanded beyond the public school system.
Recommendation 6
Use a unique identifier to track youth from birth, into and through public schools, and into and out
of apprenticeship, colleges, and universities. Explore the unique identifier system from Ontario,
or other jurisdictions that allow tracking to follow youth into, around, and out of the workforce.
Establish indicators, such as transition rates, to evaluate progress. Use the data to inform program
decision making.
Help youth find the right path back
Programming currently exists to help these youth get or upgrade their high school education, some at
a cost, and some for free—and with various age or eligibility restrictions.
Some, but not all, high schools allow graduates with low marks to come back to upgrade their marks.
For those who do allow them to come back, some school boards charge, and some do not. As well,
some graduates feel coming back to school carries a stigma of failure.
About 5,400 people are enrolled in upgrading programming, including (a) the free Nova Scotia School
for Adult Learning, open to people 19 and over who have not completed high school, and (b) the Nova
Scotia Community College Academic Career Connections program (costing $1,290 plus books and
fees), open to high school graduates who require additional courses or higher marks.
16
FROM SCHO OL TO SUCCE SS: CLE ARING T HE PAT H
The Nova Scotia Community College has just tested the virtual delivery of the Nova Scotia School for
Adult Learning’s Adult Learning Program—again, free to learners. Counselling and faculty support,
as well as group chats, are available, but the learner fits it into their own schedule. The program’s first
graduate balanced the program with two jobs and a child.
Universities also offer some upgrading at a cost.
Task force members made a number of observations to support their recommendations:
yyAccess to upgrading and transition programs must increase, for example, by removing barriers (such
as cost and arbitrary entrance criteria) and taking advantage of technology (such as the Nova Scotia
Virtual School).
yyPeople need to be able to complete their training as quickly as their schedules and readiness
allows. This points to the value of more dual credits that can be earned within high school or postsecondary, and can be used to meet the requirements of more than one program or credential.
Remove barriers to completing or upgrading high school
Recommendation 7
Review existing high school and upgrading programs wherever they are offered (e.g., an extra high
school year to improve marks, Nova Scotia Virtual School, Nova Scotia School for Adult Learning,
adult high school, the community college, or university) and develop a cohesive, accessible system
for Nova Scotians to complete or upgrade their high school education and gain the skills and
education they need to progress to the next step on their career path. The review should
yyassess the mandatory high school graduation requirements
yyexplore the cost and benefits of making all high school upgrading courses and
programs free
yyidentify other potential barriers (child care, transportation, etc.) and ways to overcome them
yyfocus on entry requirements (e.g., age, years out of school, non-graduates, graduates, and
graduates with an Individual Program Plan) to ensure entry is based on readiness and needs
yyexamine outcomes, including success in transition
Programs for all learners, including African Nova Scotian, Mi’kmaw, youth with disabilities, and other
under-represented communities, must be part of a cohesive, accessible system.
FROM SCHO OL TO SUCCE SS: CLE ARING T HE PAT H
17
Programs to Consider, Build On
The Distance Learning for African Nova Scotian Rural Learners (led by the Black Educators
Association) draws on different existing programs and services to successfully transition
African Canadian adult high school graduates to the Nova Scotia Community College, other
institutions of higher learning, or the workforce. This is a collaborative effort that recognizes
the multiple barriers faced by African Canadian adults.
As another example, Works for You is a government-funded program intended to support
projects across the province that increase the job readiness of people who are not eligible
for Employment Insurance. The goal of the projects is to integrate or reintegrate people into
sustainable, insurable employment.
Help youth move successfully from school to post-secondary or work
The task team discussed what happens after young people leave high school.
Some students take a year off—a gap year—after they graduate. This can be valuable for many young
people, giving them more time to mature, decide what they really want to do, or gain new skills and
experience.
For others, the gap year goes well beyond 12 months, delaying further education and training, or
sometimes turning into a low-paying job with few prospects.
“It’s okay to wander around, it’s not okay to get lost.”
—Transition Task Force Member
Most people want to complete their training and get into a paying job as quickly as possible. This builds
resistance around adding another year as a transition program. However, data shows that just 39 per cent
complete their degree in four years. Each additional year costs thousands of dollars annually.
“Would a stronger foundation, through transitional or gap-year programming,
lead to greater success and save time overall?”
—Transition Task Force Member
18
FROM SCHO OL TO SUCCE SS: CLE ARING T HE PAT H
Recommendation 8
Develop programming options that help youth gain skills, education, and experiences to support
a successful transition into college, university, apprenticeship, or work. Any programming options
must be designed considering eligibility requirements for student assistance, including bursaries.
Four options are recommended for analysis:
yya gap-year program that offers young people a chance to gain skills and experiences across the
province that will help them succeed in university, college, and work
yya transition year program that could include credits transferable to post-secondary; experiential
learning to help youth explore skills and aptitudes; and readiness skills to help students succeed
as they transition from a small class and teacher-based learning experience, to larger classes and
lecture-based learning
yyan accessible preparatory program (e.g., general arts and sciences) offered at multiple sites
across the province
yya specialized transition program in which apprentices enter directly into a skilled trade after
high school, in partnership with industry and the Nova Scotia Apprenticeship Agency
Features of the Achieve program (a partnership between the Nova Scotia Community College
and school boards) could also be considered. Achieve provides young adults with disabilities
an opportunity to develop skills and confidence to transition from high school to work, further
education, and life in their community.
Katimavik could be explored as a model for the gap-year program, given how its programs contribute
to personal and professional development. CEGEP, a preuniversity college in Quebec, could be
explored as a model for an accessible preparatory program.
An example of a specialized transition program in apprenticeship exists at O’Regan’s. While the
company employs automotive service technician graduates from the Nova Scotia Community College,
O’Regan’s was unable to meet its recruiting needs.
As a result, O’Regan’s developed a 12-week program that combines academics with hands-on training.
Participants are paid while training and receive $3000 worth of equipment to keep if they commit to
staying with the company for two years. The training counts as apprenticeship hours, and the goal is to
get Red Seal certification through the apprenticeship program.
The analysis of all options should involve all partners: the public school system (including the Nova
Scotia Virtual School), the Nova Scotia Community College, the Nova Scotia Apprenticeship Agency,
universities, and employers/industry.
FROM SCHO OL TO SUCCE SS: CLE ARING T HE PAT H
19
Increasing Post-Secondary Student
Retention and Completion Rates
Dawn Gordon, Director, Research and Data Analysis, the Maritime Provinces Higher Education
Commission, shared statistics (Figure 5) showing that
yyof all students who entered their first year of a Maritime university (one student cohort), 32 per cent
were no longer enrolled in any Maritime university after four years (These students may have
transferred to another college or university in another province or discontinued their studies.)
yyjust 39 per cent of that same group or cohort had completed their degree in four years (After five
years, 58 per cent have graduated.)
This is in stark contrast to what grade 12 students think. A 2014 survey revealed that 80 per cent of
university-bound students believed they would graduate within four years.
Figure 5: Student Progression within Maritime Universities
FROM SCHO OL TO SUCCE SS: CLE ARING T HE PAT H
21
The fact that 19 per cent of graduates switched their field of study contributes to how long it takes to
complete a degree. That number jumps significantly for students in sciences and math, with 39 per
cent graduating in a different field of study than where they started (Figure 6). This reinforces the need
for stronger articulation agreements to help students complete their programs at an institution that
best suits their needs, without repeating courses.
Figure 6: Graduates Switching Field of Study
Dr. Carolyn Watters, Dalhousie’s Provost and VP Academic, presented the results of a recent trend
analysis of Dalhousie student data. This analysis identified various factors that are correlated to higher
rates of student attrition after first year, including lower entering average, dropping to part time after
first semester, coming from a rural area, and having government student loans.
Conversely, other factors were identified as strong predictors of academic success and retention,
including: students who complete Advanced Placement or International Baccalaureate credits in high
school and students who live in residence. A student’s first-term average is highly correlated with
student success.
Evidence-based best practices indicate that identifying struggling students early in the first term and
providing intentional support and advising are paramount to maximizing student success.
22
FROM SCHO OL TO SUCCE SS: CLE ARING T HE PAT H
Dr. Stan Kutcher, advisor to the Transition Task Force, presented on youth mental health issues. He said
that three out of four Canadians, aged 12 to 19, rate their mental health as very good or excellent.
About 8 per cent of youth, aged 15 to 24, described their mental health as poor. Dr. Kutcher shared
key components of any school or campus response to students’ mental health needs. He said these
components have been developed in Nova Scotia and are available for schools and campuses to use.
A comprehensive approach should include all components:
yymental health awareness and literacy for students, teachers, and faculty
yyearly identification of mental disorders capacity on campus (see Figure 7)
yyaccess to mental health care for students requiring it
Dr. Kutcher also pointed to evidence that teens and youth learn better if that learning starts later in the day.
Figure 7: Early Alert System
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TIME
Source: Association of Universities and Colleges Canada
Dr. Kutcher also shared information on Transitions, the first evidence-based resource of its kind
in Canada. The resource provides first-year students with information on topics including time
management, relationships, sexual activity, mental illness, suicide, and addictions. It also includes
information on mental health self-help and where students can go to get help on their campus.
His presentation reinforced the need to use best evidence to choose interventions that are effective,
safe, and cost-effective.
FROM SCHO OL TO SUCCE SS: CLE ARING T HE PAT H
23
Develop a plan to help more students succeed, stay
Recommendation 9
Collaborate on plans to increase retention and completion rates for students in university, college,
and apprenticeship. Plans should include clear outcome measures and could be based on
yyretention data for all universities and colleges, collected within government, or through another
central infrastructure
yya structured orientation program that can assess prior learning and individual student needs
yya range of support (e.g., tutoring, mental health services, students helping students, reach out
to off-campus students) based on the identified, individual needs
yyidentification of struggling students and apprentices early, and appropriate supports based on
data and advice from specialists working in mental health and with people with disabilities
yytraining (including culturally-responsive teaching) for faculty to identify and help students
at risk
yyprograms and policies that give students a second chance to get on track
Improve course and credit connections between schools and
post-secondary
Data also points to the need for better preparation and advice for students before they leave high
school. Building on recommendations 1 through 4, stronger partnerships among high schools,
colleges, and universities would support a smoother transition.
Recommendation 10
Form a working group (involving groups represented at the task force table) to examine
partnerships and common practices to support a smoother transition and help students graduate
more quickly. This could include
yybetter links between high school and post-secondary curriculums (e.g., high school curriculum
content, opportunities for dual crediting and articulation agreements, prior learning
assessment)
yybringing public school policies and expectations more in line with those in post-secondary in
areas such as evaluation, deadlines, and attendance
yyreviewing high school, college, and university daily start times
yyreviewing mental health supports and strengthening connections and information sharing as
students transition from high school to post-secondary education and training
24
FROM SCHO OL TO SUCCE SS: CLE ARING T HE PAT H
Understand and plan for the return on a student’s investment
Continuing one’s education remains the clearest path to a good paying job. As seen in Figure 8, the
median weekly wage for a university graduate employed full time was $1,125, compared to $650 for a
high school graduate, a gap of $475 a week.
A university graduate could earn about $25,000 more annually than a high school graduate.
Figure 8: Nova Scotia Labour Force Survey, 2015
Median Weekly Wage by Education, Nova Scotia
$1,125.00
$826.80
ive
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Young people need to understand the direct benefits to them in continuing their education, training,
and apprenticeship. They and their parents need more information earlier so they can take advantage
of programs, beginning with registered education savings plans, and develop a financial plan to
contribute to their education.
Government also has a role to play.
About 17,000 students receive $194 million a year in loans and grants.
FROM SCHO OL TO SUCCE SS: CLE ARING T HE PAT H
25
Despite this sizable investment, some students still struggle to pay for their education. Student
assistance is calculated based on the difference between what parents (of dependent students) and
students themselves can contribute (through work or scholarships), and the cost of their education
(tuition, books, supplies, living costs, etc.).
However, federal and provincial assistance is capped. For students with limited resources and high
costs, the costs can significantly exceed the amount available in assistance (described as “unmet need”).
Identify and lower financial barriers
Recommendation 11
Reach parents and students with financial planning information earlier—beginning with
information parents receive when their child is born, in early years programs, and continuing
in school.
Recommendation 12
Review current sources of financial assistance to students (from governments, universities,
colleges, families, and students themselves) and assess what changes could be made to close the
gap between costs and available resources. The review should consider
yytotal available assistance and when it is made available (e.g., before, during, or after study)
yyeligibility criteria
yystudent and parent contributions
yyincentives to complete more quickly
yystudent assistance in other provinces and changes to the federal program (for example, Ontario
has announced plans to offer more up-front grants for students in need, paid for in part by
eliminating a 30 per cent tuition break that was available to all Ontario students)
yyyouth employment and earnings
yyfiscal realities in Nova Scotia
While the review is ongoing, governments and universities and colleges must continue to invest in
ways that help the most vulnerable students cover the cost of education and training.
26
FROM SCHO OL TO SUCCE SS: CLE ARING T HE PAT H
Matching Programs to Labour Market Needs
The Nova Scotia Community College was created to help the province meet its labour market needs.
The college ties programs and enrolment to labour market needs based on information from industry,
program advisory committees, the Nova Scotia Apprenticeship Agency’s trade advisory committees, as
well as labour market information. The college also provides customized training tailored to the needs
of an individual business or employer group.
Universities also offer career-oriented programs, and they work with employers on adapting programs
to labour market needs. Universities delivering Bachelor of Education programs are just one example.
As well, creating an entrepreneurial culture within the Nova Scotia Community College and universities
(see Recommendation 2, page 8) will give students in all courses an opportunity to develop skills
helpful in the workplace. Co-op can be just as meaningful for a philosophy student as a commerce student.
Give employers, industry a greater voice in advising on programs
Some program advisory committees are working well. However, task force members say some are not
working effectively. They say meetings should happen more frequently, information should be more
current, and employers should have more influence. Trade advisory committees were raised as a model
to explore.
Trade advisory committees are established by the Nova Scotia Apprenticeship Agency Board. When the
Nova Scotia Community College has a trade-related program, a trade advisory committee serves as the
program advisory committee for that program. This involves a close working relationship between the
Nova Scotia Apprenticeship Agency Board and the Nova Scotia Community College.
Recommendation 13
Enhance forums, such as program advisory committees and other post-secondary committees to
ensure business, industry, and other employers have an effective voice in developing programs
linked to workforce needs.
FROM SCHO OL TO SUCCE SS: CLE ARING T HE PAT H
27
Give students the best opportunity to assess aptitude, interest,
and readiness
The Nova Scotia Community College is an access college, and admits students who apply and meet the
program admission requirements on a first-come, first-serve basis. Applicants have the opportunity to
explore aptitude, interest, and readiness through a range of services and supports such as Open House,
Career in Gear, Test Drive, Get Started, Techsploration, campus visits, and applicant and student advising.
Transition task force members believe it is important for youth to be able to explore their aptitude
for a certain career path. Determining aptitude early, before investing in post-secondary education or
training, can save everyone time and money. Do they have the knowledge and skills they need?
Do they have the interest, or in some cases, fortitude for certain work and work environments?
There is little point in training to be a power line technician
if a fear of heights keeps you from climbing a ladder.
—Transition Task Force Member
Recommendation 14
Enhance Nova Scotia Community College admissions processes and experiences to ensure that
applicants make informed choices based upon aptitude, readiness, and labour market information
to complement ongoing work with the Nova Scotia Apprenticeship Agency.
28
FROM SCHO OL TO SUCCE SS: CLE ARING T HE PAT H
Accountability for Action
If young people are to transition successfully from school to, and among, college, apprenticeship,
university, and the workplace, partners must work together as a system, not in silos.
Bringing the partners together at one table—students and youth, representatives from diverse
communities, community college staff, university presidents, apprenticeship, school board
superintendents and elected representatives, school staff, business, and industry—is an important step
in that direction.
The conversations were respectful but challenging. The need for significant change on significant
issues is clear.
The recommendations in this report set a new direction. But more work on the detail, and continuing
partnerships, is ahead.
Some recommendations call for further analysis. Task force members, or the groups they represent, will
continue their involvement by participating on the working groups.
The task force wants to ensure that an evaluation framework be put in place for all actions accepted by
the Ministers. While some changes will take time, progress must be reviewed.
Recommendation 15
Develop an evaluation framework, including indicators to mark progress (e.g., youth hopefulness,
transition rates), for all recommended actions accepted by the Ministers. Reconvene task force
members in fall 2017 for a round table to review and share their comments with the Ministers on
progress.
FROM SCHO OL TO SUCCE SS: CLE ARING T HE PAT H
29
Appendix A:
Recommendations Summary
1. Continue to overhaul the mandate and services delivered through Careers Nova Scotia.
2. Create an entrepreneurial culture within our schools, colleges, and universities, based on advice
from the Business Education Council.
3. Review co-op education and community-based learning programs (i.e., Discovering Opportunities,
Skilled Trades, O2, Youth Apprenticeship) to ensure they are meeting their intended outcomes and
are aligned with students’ individual career plans. Make necessary changes and expand courses
achieving the greatest results.
4. Expand the mentorship network in Nova Scotia.
5. Review provincial youth employment programs in consultation with stakeholders (including
students) to make them easier for employers and employees to access.
6. Use a unique identifier to track youth from birth, into and through public schools, and into and out
of apprenticeship, colleges, and universities. Building on the Education Action Plan commitment,
explore the unique identifier system from Ontario or other jurisdictions that allow tracking to
follow youth into, around, and out of the workforce. Establish indicators to evaluate progress. Use
the data to inform program decision making.
7. Review existing high school and upgrading programs wherever they are offered (e.g., an extra high
school year to improve marks, Nova School Virtual School, Nova Scotia School for Adult Learning,
adult high school, the community college, or university) and develop a cohesive, accessible system
for Nova Scotians to complete or upgrade their high school education and gain the skills and
education they need to progress to the next step on their career path.
8. Develop programming options that help youth gain skills, education, and experiences to support
a successful transition into college, university, apprenticeship, or work. Any programming options
must be designed considering eligibility requirements for student assistance, including bursaries.
9. Collaborate on plans to increase retention and completion rates for students in university, college,
and apprenticeship.
10. Form a working group (involving groups represented at the task force table) to examine
partnerships and common practices to support a smoother transition and help students graduate
more quickly.
11. Reach parents and students with financial planning information earlier—beginning with information
parents receive when their child is born, in early years programs, and continuing in school.
12. Review current sources of financial assistance to students (from governments, universities, colleges,
families, and students themselves) and assess what changes could be made to close the gap
between costs and available resources.
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13. Enhance forums, such as program advisory committees and other post-secondary committees, to
ensure business, industry, and other employers have an effective voice in developing programs
linked to workforce needs.
14. Enhance NSCC admissions processes and experiences to ensure that applicants make informed
choices based upon aptitude, readiness, and labour market information to complement ongoing
work with the Nova Scotia Apprenticeship Agency.
15. Develop an evaluation framework, including indicators to mark progress (youth hopefulness,
transition rates, etc.), for all recommended actions accepted by the Ministers. Reconvene the task
force members in fall 2017 for a round table to review and share their comments with the Ministers
on progress.
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Appendix B:
Presenters to the Transition Task Force
November 4, 2015
Career Decision-Making information and Opportunities for Grades Primary to 12
Don Glover, Director, Student Services, Education and Early Childhood Development
Careers Nova Scotia
Rick Alexander, Director, Labour and Advanced Education
November 18, 2015
Profile of Youth in Nova Scotia
Kirsten Robertson, Economist, Labour and Advanced Education
Dmitry Lysenko, Economist, Education and Early Childhood Development
“We Choose Now”: One Nova Scotia Coalition Collaborative Action Plan
Danny Graham, QC, Lawyer and Chief Engagement Officer with Engage Nova Scotia
December 2, 2015
Community-Based Learning Programs in the P–12 Public Education System
John Cochrane, Community-Based Learning Coordinator, Education and Early Childhood
Development
Kilah Hayden, Technology Education Services, Education and Early Childhood Development
Mentra: Collaborative Mentorship Model
Janna Hare, Executive Director for Mentra
Post-Secondary Education: Experiential Learning Opportunities
Marjorie Davison, CEO, Nova Scotia Apprenticeship Agency
Ava Czapalay, Senior Executive Director, Higher Education, Labour and Advanced Education
January 6, 2016
The Connector Program
Denise DeLong, Project Manager for the Connector Program, Greater Halifax Partnership
Building Futures for Youth
Alain Lefebvre, Coordinator, Building Futures, Construction Association of Nova Scotia
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January 20, 2016
School of Access and Flexible Learning
Taralee Hammond, Dean, School of Access and Flexible Learning, Nova Scotia Community College
Issues and Opportunities for Helping Youth
Ann Power, Executive Director, Student Equity and Support Services, Education and Early
Childhood Development
February 3, 2016
University Retention and Graduation Highlights
Dawn Gordon, Director, Research and Data Analysis, Maritime Provinces Higher Education
Commission
Trend Analysis of Dalhousie Student Data
Dr. Carolyn Watters, Provost and Vice-President, Academic, Dalhousie University
February 17, 2016
Direct-Entry Apprenticeship Program
Tim Manuel, O’Regan’s
Youth Mental Health Issues
Dr. Stan Kutcher, Sun Life Financial Chair in Adolescent Mental Health, and Director World Health
Organization Collaborating Care in Mental Health Policy and Training, Dalhousie University and IWK
March 2, 2016
Preliminary Results from a Career Intentions and Perceptions Survey for Nova Scotia Students
Dr. Sheryl Scully, Director, Learning and Organizational Development, Institute for Ocean Research
Enterprise, Marine People Partnership
March 9, 2016
Catapult: Launching Tomorrow’s Leaders
Jane Roy, FCA, Founder and Chair, Catapult
Lori Barker, Executive Director, Catapult
Overview of Student Assistance Program in Nova Scotia
Carol Lowthers, Executive Director, Student Assistance, Labour and Advanced Education
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Appendix C:
Transition Task Force Mandate,
Terms of Reference
Mandate
The Transition Task Force will identify existing gaps in helping youth access and succeed in postsecondary education and work. It will develop recommendations to align resources and efforts to assist
students in identifying their career goals and creating and/or improving academic pathways to assist
them in achieving those goals.
The Task Force will prepare a report that analyzes current issues, proposes solutions to address those
issues, and suggests ways to measure and track outcomes. The recommendations should align with the
goals of the OneNS Commission Report. The Task Force will prioritize recommendations for Ministerial
consideration based on greatest need and the fiscal realities of the province.
Terms of Reference
The Transition Task force will
yybe facilitated by the Deputy Ministers of Education and Early Childhood Development and Labour
and Advanced Education
yybe guided by the direction and priorities outlined in The 3 R’s, Renew, Refocus, Rebuild—Nova Scotia’s
Action Plan for Education, and the anticipated report regarding youth from OneNS to determine key
elements for consideration
yybe provided with background information that outlines some of the current issues facing young
Nova Scotians as they move between the P–12 and the post-secondary sectors
The Transition Task Force will consider the following questions:
yyHow can we provide relevant and timely career decision-making information and opportunities for
students, parents, and teachers? (Careers Nova Scotia, school guidance counsellors, etc.)
yyHow can we give students opportunities to gain meaningful work experience to inform and
enhance career and education decision making and success?
yyHow can we help students who leave the public school system without the necessary requirements
for successful entry into post-secondary education or the workplace? These include students who
did not graduate and graduates with marks in the 50–70 per cent range.
yyHow can we increase post-secondary retention and completion rates and help more Nova Scotian
students attain their educational goals? (What are the root causes and possible solutions to address
why Nova Scotia university students withdraw from university in their first or second year?)
yyHow can we ensure students have access to post-secondary programs that match labour market
opportunities and lead to jobs?
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Members
The Deputy Minister of Education and Early Childhood Development and the Deputy Minister of Labour
and Advanced Education shall facilitate the Transition Task Force. Members are appointed by Ministers.
The Education and Early Childhood Development Minister will appoint members from the following
sectors:
yyone or two members in administration or executive level positions representing the province’s
8 school boards
yyone or two educators currently teaching in the province’s public education system
yyone member from the Nova Scotia School Boards Association
yyone member from the Mi’kmaw Kina’matnewey School Board
The Labour and Advanced Education Minister will appoint members from the following sectors:
yyone or two members from the Nova Scotia Community College
yyone or two members representing the province’s universities
yyone member representing from the Board of the Apprenticeship Agency
yytwo members from the business community
yyyouth representation
Subject to the approval of the Ministers, the Transition Task Force may also engage with external
experts to provide expertise and advice on areas considered by the Task Force.
Roles and Responsibilities
The frequency and dates will be determined in consultation with Transition Task Force members.
At a minimum, meetings will be convened monthly starting in October 2015 and ending in March
2016 when the Ministers of Labour and Advanced Education and Education and Early Childhood
Development shall receive the recommendations report.
Staff assigned from government to the Transition Task Force will be working in between meetings to
provide the Transition Task Force updates and information as requested.
Meetings will be a combination of face-to-face and conference calls depending on length of meetings
and other factors like weather.
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Remuneration
There will be no remuneration for members of this Task Force. Reasonable travel expenses per Public
Service Commission Guidelines will be reimbursed.
Accountability
The Transition Task Force will table a final report that outlines recommendations for implementing
and evaluating successful transitions to post-secondary education that include academic and social
readiness and career choices and pathways.
The Transition Task Force may also be asked to advise the Province of Nova Scotia on implementation
or future initiatives related to post-secondary transitions and career readiness.
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